Empirical Analysis of Gender Differences in Instructional Technology Use and Academic Outcomes in Senior Secondary Schools in Osun State

Gender equity in educational technology access and use is a critical dimension of digital inclusion in Nigerian schools, and empirically characterising gender differences in instructional technology engagement and its academic outcomes in Osun State secondary schools addresses this evidence gap. This study empirically analysed gender differences in instructional technology use and academic outcomes among SS2 students in Osogbo, Ile-Ife, and Ilesa LGAs, Osun State, South West Nigeria. A cross-sectional survey was conducted among 360 students (180 males, 180 females) from 18 secondary schools. A technology use questionnaire assessed frequency, type, and purpose of educational technology use. Academic outcomes were measured using school-reported end-of-term examination scores in English, Mathematics, and Biology. Independent samples t-test and multiple regression were applied. Results showed that male students reported significantly higher frequency of technology use for gaming and entertainment (p < 0.001) while female students showed higher rates of technology use for academic purposes (p < 0.05). Academic use of technology was significantly positively associated with examination scores in all three subjects (beta ranging 0.31 to 0.44, p < 0.001). Female students' academic technology use was associated with larger achievement gains per unit use than male students, suggesting higher purposefulness. The study recommends gender-differentiated technology use orientation programmes, academic application focus in school technology curricula, and girls-only technology clubs to sustain purposeful academic technology engagement. Keywords: gender differences, instructional technology, academic outcomes, senior secondary school, Osun State